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This paper focuses on the development of University Extension action carried out remotely, during the pandemic. The objective is to present elements for reflection on curricular practices in this period, highlighting the limits and possibilities of technological resources. As an object of reflection, the "Circles of Culture" were used, which sought to deepen concepts developed by Paulo Freire. In the field notebook records, in forms and minutes, we sought to identify elements for the development of this reflective production. We highlight as obstacles the existing social inequality in Brazil, which prevented the access of part of the population to digital resources. On the other hand, we highlight as a possibility the dialogue with subjects from different parts of the country, the sharing of experiences and materials. We consider that this remote action can be integrated as a complementary activity to in-person extension actions. [ABSTRACT FROM AUTHOR]

This study sought to discuss the relations of gender and sexuality in Youth and Adult Education - EJA from the curriculum practices, considering them important in the pedagogical process of students of this type of education, aiming to reflect on what In this way, the issues of subjectivity of sexual gender are problematized in the Youth and Adult Education curriculum, in a municipal public school, located in the Northern Piemonte Identity Territory of Itapicuru, in the State of Bahia. About methodological procedures, we opted for (auto)biographical narratives, as we understand that this research method favors the study in question, in the sense of enabling greater analysis capacity regarding the proposed objective. From the narratives it was possible to show that the issues of gender, sexuality and diversity need to be problematized within the school, so that it can be constituted as a space of respect for differences. [ABSTRACT FROM AUTHOR]

What happens in the school routines, in the teachers and students relation, the way they construct knowledge, affectiveness and how they interact in spaces-places in the daily use, it is always larger than possible that what is vertically established in the curriculum prescribed. To comprehend how are the practicesoftheenvisioned in this different curriculum in the daily education of Young and Adults education, and elderlies, and how the practioners of this educative modality resist the logic monocultural of knowledge and re-start knowledges, creating operational learning tatics, it comprehends objectives of this work. The comprehension of this reality preset-possible, it links itself to the studies about the complex thinking, of the research nosdoscom the daily the reflections about the sociology of the absences and emergencies. Thus, a deep dive in the daily routine of the teachers in this educative modality has characterized itself as indispensable methodological procedure so that it Will be possible to know, since inside, how these teachers have faced the established conditions by reality of the curricular hegemonic knowledge and what translation procedures have been produced in the interactions which maintain with a group. The linkage in the different curriculum practices has reaveld evidences of fight, of resistence and creativity, specific educative processes democratizing, contributing with the debate in the nowadays context of educational political reform, and in the way how knowledge produced in the EJA do not come from the premise of a general knowledge, neither general ignorance. [ABSTRACT FROM AUTHOR]

The article on state of knowledge presented was based in the research carried out through academic works about the construction of an integrated curriculum in YAE offer. Such academic works have been carried out at the OASIS-BR Repositorium, and through articles from PROEJA Collections, offered by Federal Universities developing the area specialization course. Course conclusion works about perspectives in construction of YAE integrated technical courses were selected. Based on the analysis of the material base at hand, the integration conception of the group in charge of the technical course ellaboration as well as the institution managers and teachers was verified and is materialized in an integrated curriculum in different forms and natures. We will lean over these different integration perspectives, introducing integration through a formative itinerary. [ABSTRACT FROM AUTHOR]

Este artículo presenta como objetivo sumar esfuerzos al conjunto de estudios que se han orientado a profundizar acerca de la importancia que posee elaborar el currículo escolar, en base a sólidos fundamentos teóricos que posibiliten a los estudiantes el acceso al patrimonio cultural humano. De modo general, percibimos en los currículos la hegemonía del conocimiento tácito, y el énfasis en lo cotidiano, en detrimento del conocimiento científico, lo que culmina en la desvalorización de la función social que la escuela cumple como "locus" privilegiado de acceso a los conocimientos, especialmente, junto a la clase trabajadora. Nuestro propósito es destacar presupuestos del Enfoque Histórico Cultural que sirvan de punto de partida para auxiliar la organización de un currículo para la educación de jóvenes y adultos, que en la práctica atienda a las necesidades educativas de ese público, que por diversos motivos ha sido históricamente excluido del acceso a la escuela. Por esta razón, es necesario reflexionar sobre las particularidades del proceso de desarrollo en estas etapas de la vida, así como considerar las contradicciones que surgen en esa modalidad de enseñanza, junto a los desafíos históricos de la sociedad capitalista. En este sentido, se presenta como fundamental trabajar con procesos educativos que apunten hacia caminos que conduzcan a una enseñanza que "promueva el desarrollo", de acuerdo con los preceptos vygotskianos. Es importante destacar que comprender la práctica social de esos sujetos, desde la intencionalidad del trabajo educativo, con base en los conceptos científicos que se vinculan directa e indirectamente a la complejidad de las funciones psíquicas superiores, precisa además la comprensión de la periodización de las actividades dominantes en cada período de la vida, como hilo conductor de este trabajo. [ABSTRACT FROM AUTHOR]

The juvenilisation process of education of young people and adults has increasing in the education system in Brazil. This article aims to understand how it is being gestated the pedagogical work to meet the specifics of a public that had access to school, but it abandoned before completing basic education, but still believe in the value of school, returns in search of the completion and / or certification of basic education. The research, a qualitative approach was carried out in a maroon state school of Bahia and employed the narrative interview for the construction of the data. Have been interviewed 06 young and the educational coordinator. The conclusions point out to the importance of the school to consider management and curriculum organization, the demands of young people, as well as generational issues present in EJA. [ABSTRACT FROM AUTHOR]

The Centers for Youth and Adults (Cejas), the specificity of the target audience, work with blended system of care, the type of modular system, where the disciplines are presented to the student per module. Analyzed the curricular structure of a sate school education that works in this way, in order to discuss a new proposal for teaching, with emphasis on the evaluation system for school performance. Data were collected through desk research and semi-structured interview with the coordination and pedagogical support, teachers also included ten subjects that comprised the curriculum of three essential components of teaching: curriculum, teaching strategies, learning and assessment of school performance. The assessment, merely classifying and punctual. The study showed the feasibility, within the blended learning system, implementation of a new understanding of the concept of curriculum - real curriculum; diversification of teaching-learning and the use of these various elements in a model evalutiona procedure - diagnostic assessment, formative and summative. [ABSTRACT FROM AUTHOR]

This work originates from the interest in investigating the research in History of Education on the Movimento de Educação de Base (MEB) [Base Education Movement], having as main focus analyzing the works published at events and scientific journals, as well as theses and dissertations found on the subject in the CAPES' database. The MEB arises through Decree 50.370/61, has Catholic and governmentalist roots, but invests in the Youth and Adult Education with the help of lay people who showed to be involved with the social needs of the "disadvantaged". In such studies, we sought to outline a look at the theoretical and methodological approaches used by researchers in the field, helping other researchers to investigate the radio schools, not yet studied, or even different approaches to the MEB. Given the observed aspects, perceives the importance to intensify work in this area, for understanding that there were still few schools surveyed, as well as the mapping indicates to us, so that we study the movements of the 1960s, we can do readings and find new possibilities that may contribute to the current educational practices. [ABSTRACT FROM AUTHOR]

This article arouse from an intervention research which, among other things, aimed to present and discuss the challenges, conflicts and pleasures of producing oneself as a teacher during a pedagogical intervention on body, gender and sexuality developed within Youth and Adult Education Science classes in a public school of Jequié, Bahia, Brazil. The activities lasted about three months and addressed issues such as intersexuality, masculinities, femininities, sexual diversity, homophobia, transgenderism and sexual pleasure. Data production included records of students' discourses registered in a field diary and obtained through group interviews conducted at the end of the process. The analysis points out questioning and monitoring procedures regarding the gender and sexuality of the teacher who risks discussing the theme, and a requirement of a heterosexual teacher. On the other hand, the intervention influenced some of students to recognize differences and the consequences of discrimination processes such as homophobia. [ABSTRACT FROM AUTHOR]

O presente texto tem por objetivo apresentar reflexões a cerca do uso das tecnologias de informação e comunicação nos processos de ensino e aprendizagem de Jovens e Adultos, reconhecendo a importância de um currículo que possibilite abertura para a construção de uma educação transformadora. A discussão ressalta a importância da utilização de dispositivos móveis, em especial do smartphone, enquanto facilitador da aprendizagem da leitura, e ainda enquanto recurso propiciador de inclusão digital. Apresenta uma experiência em andamento, da Pesquisa financiada pelo Ministério da Educação, denominada Uso de telefones celulares como parte de uma estratégia pedagógica complementar em programas de alfabetização: um estudo de caso da implementação do PALMA no Programa Escola Zé Peão, com vinculo ao Grupo de Estudos sobre Aprendizagem e Educação ao Longo da Vida no contexto inter/nacional ‐ CNPQ. E ainda, como proposta de ampliação curricular traz o Projeto Aprendizagem Móvel no Canteiro de Obra – AMCO (Projeto de Extensão do Centro de Educação da Universidade Federal da Paraíba). Os resultados esperados remetem para um sujeito participativo socialmente, que compreenda a tecnologia não apenas como aliada às realizações de atividades cotidianas, mas como instrumento capaz de expandir olhares à realidade sócio‐cultural que o envolve, possibilitando a aquisição de saberes. [ABSTRACT FROM AUTHOR]

This final Education undergraduate monograph aimed to analyze how gender, sexuality and sexual orientation are addressed in three adult education textbooks adopted in public schools in João Pessoa, Paraíba, Brazil. Content analysis, including texts and images, was the procedure adopted. Guiding questions were: Which notions of gender and sexuality are presented in the books? What is transmitted (and how) regarding sexism and homo/lesbo/transphobia versus sexual and reproductive rights? Do the books enable (and how do they enable) the understanding and/or discussion of gender equity and respect for sexual differences? Records were listed regarding the amounts of: artistic references in all cultural areas, both in texts and images; texts of all genres and kinds about men and women, and texts signed by each sex; images of men and women in general; images related to so-called masculine and feminine attributes, especially in the home and paid work; instances of sexist and non-sexist language; issues that might suggest discussions about sexuality and sexual orientation. Results point out that texts and images related to men are much more numerous than those related to women, with the exception of images related to the home; the language used is mainly sexist; the books do not address directly discussions about sexual diversity. It is fair to conclude that the textbooks analyzed contribute very little, in a direct manner, to a pedagogical practice focusing on gender and sexual diversity and equity. It is left to educators' discretion the possibility of creating opportunities to develop a curricular project committed to this cross curricular theme. [ABSTRACT FROM AUTHOR]